Reader-response research (Galda, 1983; Many, 1992; Wiseman, Many, and Altieri, 1992) continues to provide in sight into the complex responses of children. From this perspective, each reading event is viewed as a transaction between the reader and text (Rosenblatt, 1978). Meaning is not inherent within the text or reader but rather created by the reader who uses the cues provided by the text.
Altieri, J. L. (1995). Pictorial/Oral and Written Responses of First Grade Students: Can Aesthetic Growth Be Measured?. Reading Horizons, 35 (4). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol35/iss4/1